Learning and Teaching en Dos Idiomas: Critical Autoethnography, Translenguaje, y Rechazando English Learner

Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: [email protected]; Web site: https://amaejournal.utsa.edu/index.php/AMAE/HOME

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19

Ethnography; Language Usage; Code Switching (Language); Spanish; English (Second Language); Second Language Learning; Native Language; Teaching Methods; Immigrants; English Language Learners; Grade 8; Grade 4; Mathematics Teachers; Science Teachers; Bilingual Teachers; Hispanic American Students; Course Content; Teacher Attitudes; Teacher Educators; Methods Courses; Kindergarten; Elementary Secondary Education

10.24974/amae.15.3.443

2377-9187

Language usage in US K-12 classrooms and beyond continues to be an issue of equity (Navarro Martell, 2021; Palmer et al., 2019). Teachers expect racialized students who appear to be Latinx to know and perform as if their native language is Spanish, mientras a otros se les celebra sus intentos de usar el espan~ol; otro idioma colonizador. Some educators know language can be used as a tool to teach content y que muchos adultos translenguamos mientras navegamos espacios profesionales y personales, not because of our lack of mastery of English or Spanish, pero porque tenemos la habilidad y el poder de navegar y vivir en varios idiomas. Entonces, why are many educators determined to force students to use only one language at a time cuando el translanguage es tan comu´n (Marti´nez et al., 2015)? This essay provides reflections and lessons learned of one immigrant, formerly labeled "English learner," who was once a fourth and eighth grade math and science dual language teacher. Inspired by critical autoethnography, this manuscript is written by a current math and science bilingual methods teacher educator and supporter of translanguaging in the P-20+ classroom.

As Provided

2022

EJ1338300